PAPER

Project-based Learning (PBL)

This paper created to fulfill the task of TEFL Approaches and Practices
Lecturer: Mrs. Novianni Anggraini, M.Pd

By:
Group 7/4i
Clarissa 216121
Sitha 216121
Rheeva Angga Rossy J.P 216121253
ENGLISH LANGUAGE EDUCATION
CULTURES AND LANGUAGES FACULTY
RADEN MAS SAID STATE ISLAMIC UNIVERSITY SURAKARTA
2023
 Project-based Learning
A. Short History of Project-based Learning

Project-based learning (PBL) has been used in various forms throughout history, but it
gained popularity as a pedagogical approach in the 1990s. According to the Buck Institute
for Education, the origins of PBL can be traced back to the work of educational reformers
like John Dewey and Maria Montessori in the early 20th century, who advocated for more
student-centered and experiential learning.
In the 1960s and 1970s, PBL gained momentum as an instructional method in medical
education, with the introduction of problem-based learning (PBL) at McMaster University
in Canada. This approach challenged students to solve complex, real-world problems in
small groups, and it quickly spread to other fields, including engineering and business.
In the 1990s, PBL began to gain widespread recognition in K-12 education, as
educators sought new ways to engage students and prepare them for the 21st-century
workforce. The Buck Institute for Education, a non-profit organization dedicated to
promoting PBL, was founded in 1998, and it has since become a leading source of
research, resources, and professional development in this area.
Today, PBL is used in a variety of educational settings, from traditional classrooms to
online and blended learning environments. Its proponents argue that it can promote deeper
learning, critical thinking, collaboration, and problem-solving skills, while also increasing
student engagement and motivation.

B. Definition Project-based Learning

Project-based learning (PBL) is a student-centered teaching method that involves

students working on complex, long-term projects that require critical thinking,
collaboration, and problem-solving skills. PBL emphasizes hands-on learning and real-
world applications, and allows students to take ownership of their learning by making
decisions and solving problems independently. PBL also encourages the integration of
multiple subject areas and the use of technology to facilitate learning.
 C. Approach of Direct Method

 Identify the learning goals and objectives of the project. What do you want your students to
learn? What skills do you want them to develop?
 Choose a real-world problem or challenge that is relevant and engaging to your students.
This could be a local issue, a global problem, or something related to their personal
interests.
 Help students develop a driving question that will guide their inquiry and research. This
question should be open-ended and require critical thinking to answer.
 Support students in conducting research and gathering information to answer the driving
question. This could involve reading articles, watching videos, conducting interviews, or
collecting data.
 Have students work in teams to develop a solution to the problem or challenge. This could
involve designing a product, creating a presentation, or writing a report.
 Encourage students to present their work to an authentic audience, such as community
members, experts in the field, or peers from other schools.
 Reflect on the project with students, discussing what they learned, what challenges they
faced, and how they could improve their work in the future.

D. Characteristic of Direct Method

 Authenticity: PBL tasks are authentic and meaningful, reflecting real-world problems or
situations.
 Inquiry-based: Students are encouraged to ask questions, investigate problems, and seek
solutions.
 Collaboration: PBL promotes collaboration and teamwork, allowing students to work
together to solve problems and complete tasks.
 Self-directed: PBL is designed to be student-led, with students taking ownership of their
learning and working independently to complete tasks.
 Integration: PBL integrates multiple subjects and disciplines, allowing students to apply
knowledge and skills from different areas.
 Reflection: PBL includes opportunities for students to reflect on their learning and
progress, helping them to develop metacognitive skills and self-awareness.
 E. Design (Strategies and Technique) of Direct Method

 Define a clear problem or question: The project should have a clear problem or question that the
students will attempt to solve. This problem or question should be relevant to the learners' lives, and
it should motivate them to learn.
 Foster collaboration and communication: PBL should encourage students to collaborate and
communicate with one another. This can be achieved by forming teams or groups, assigning roles,
and providing opportunities for peer feedback.
 Scaffold the learning process: PBL should be scaffolded to support students as they progress
through the project. Teachers should provide guidance, feedback, and resources at each stage of the
project.
 Encourage self-reflection and metacognition: PBL should encourage students to reflect on their
learning and think about their thinking (metacognition). This can be achieved by providing prompts
for self-reflection and opportunities for students to discuss their learning process.
 Use technology to enhance learning: Technology can be used to support PBL by providing access
to resources, facilitating collaboration and communication, and allowing for the creation of
multimedia presentations.
 Emphasize real-world connections: PBL should emphasize the real-world connections of the
project. This can be achieved by having students research and explore real-world issues, inviting
experts to speak with students, or presenting final projects to a real-world audience.

F. Media for Direct Method

 Project-based learning can utilize a variety of media, depending on the goals of the project
and the resources available to learners. Here are some common media formats used in
project-based learning:
 Written reports - this format involves learners writing up their research and findings in a
structured report, often with headings and subheadings to help organize their ideas.
 Presentations - learners may create slideshows or give oral presentations to share their work
and findings with peers, teachers, or other stakeholders.
 Videos - learners can create videos to document their learning process or present their
findings in a visual and engaging format.
 Websites or blogs - learners can create their own websites or blogs to share their work,
research, and findings with a wider audience.
 Infographics - learners can create visual representations of their findings in the form of
infographics, which can be easily shared and understood by others.
 Podcasts - learners can create audio recordings in which they share their research, findings,
and reflections on the learning process.
 Artistic projects - learners can use art, music, or other creative media to demonstrate their
understanding and express their ideas.
 G. Strengths and Weakness of Direct Method

Project-based learning (PBL) is a teaching method that emphasizes student-centered

learning through the completion of a project that engages students in real-world problem-
solving activities. Here are some strengths and weaknesses of PBL:
Strengths:
a) Active learning: PBL engages students in active learning, which means that they are
actively involved in the learning process rather than being passive recipients of
information.
b) Real-world relevance: PBL provides students with the opportunity to engage in real-world
problem-solving activities that are relevant to their lives and interests.
c) Collaboration: PBL encourages collaboration among students, as they work together to
complete the project, share their ideas, and learn from one another.
d) Critical thinking: PBL requires students to think critically and apply their knowledge and
skills to solve complex problems, which helps to develop their problem-solving and critical
thinking skills.
Weaknesses:
a) Time-consuming: PBL requires a significant amount of time to plan, implement, and
assess, which can be challenging for teachers who have limited time and resources.
b) Lack of structure: PBL can be less structured than traditional teaching methods, which can
be challenging for students who are used to more structured learning environments.
c) Assessment: Assessing student learning in PBL can be challenging, as it can be difficult to
measure the success of the project-based approach and the learning outcomes achieved.
d) Limited content coverage: PBL may not cover as much content as traditional teaching
methods, which can be a concern for teachers who feel pressure to cover a certain amount
of content within a given time frame.
e) Student readiness: PBL requires a certain level of readiness and preparedness from
students, which can be challenging for students who are not yet ready to take on the
responsibility and independence required for successful project-based learning.
H. Examples of the application of Direct Method in the learning process
 Real-world problem solving: In a project-based learning activity, students can
identify a real-world problem and work collaboratively to design and implement a
solution. For example, students at High Tech High in San Diego, California
designed a solution to improve the public transit system in their city.

 Environmental sustainability: Students can work on projects that focus on

environmental sustainability, such as creating a sustainable garden or designing
and building a solar-powered vehicle. For example, students at Olin College of
Engineering in Massachusetts designed and built a solar-powered car.

 Civic engagement: Project-based learning can also be used to engage students in

civic activities and promote community involvement. For example, students at the
University of Maryland participated in a project-based learning activity that
involved designing and implementing a community garden in a local
neighborhood.

 Entrepreneurship: Project-based learning can also be used to teach

entrepreneurship skills. For example, students at Babson College in Massachusetts
participated in a project-based learning activity that involved developing a business
plan for a startup company.
 REFERENCES

Alek. (2014). Perspektif Baru Pengajaran Bahasa Inggris Melalui Direct Method. Banten:
Lentera Pendidikan.
Joshkeidan. (2022, December 26). The Direct Method of Teaching English: Ideas,
Explanation and Sample Lessons. Retrieved from www.fluentu.com:
www.fluentu.com/blog/educator-english/direct-method-of-teaching-english/
MES Sulistyawati, N Dewi, ES Andayani. (2019). Pemanfaatan Media Komputer Dalam
Pembelajaran Bahasa Inggris Dengan Metode Direct Method (Internet Based). Jurnal
Riset Komputer (JURIKOM), Vol. 6, No. 4.